A Não violência como princípio norteador do processo de aprendizagem

Abstract

The present work is a qualitative study conducted by means of the technique of bibliographic consultation, having as methodological guidance the dialectical materialism. The central objective of this research was to find the theoretical and methodological bases for a practice capable of proposing non-violence as a guiding principle of learning processes with a focus on mediation of the word and the use of technological tools. The work shows the constitution of the principle of non-violence as a synthesis between their socio-historical practice, with emphasis on experience of Mohandas K. Gandhi (1999), and the philosophical reflections that have appropriated the concept, with highlight to Eric Weil (1990) and Muller (2007). To relate the principle of non-violence with the educational practices, the study examines the epistemological theories in their inactist, empiricist and interactionist expressions, correlating them with the theories of knowledge and with the chains of the psychology of education in the perspective of lifelong learning of behaviors and values. In the way of this dialog the investigation concludes that the principle of action-reflection, present in historical praxis that gave rise to the principle of non-violence, is seat in dialectical character of historical-cultural theory vygotskyan tradition, since that is conceives the reflective learning as product resulting from the internalization of speech and practical activity of the subject. Thus, both the historical- cultural theory, as the theorists of the principle of non-violence are in the opportunity to speak, the predominant factor for inhibition of violent actions, the study postulates an educational practice that chooses the language and communication as didactic- pedagogical mediation capable of developing processes of learning guided by the principle of non-violence in dialog with the dynamism of the era of information and communication technologies (ICT)